Task Persistence and Adult Assistance in the Preschool

Krantz, Murray; Scarth, Linda Loos

doi:10.1111/j.1467-8624.1979.tb04145.x

Cited by 4 publications

(7 citation statements)

References 6 publications

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“…Although previous research has shown that internal (e.g., Banerjee & Tamis‐LeMonda, 2007) and external factors (e.g., Krantz & Scarth, 1979; Prendergast & MacPhee, 2018) shape persistence development, the current findings suggest that only internal factors, measured here with age and inhibition scores, affect the development of persistence, while attending a year of kindergarten does not. However, kindergarten marks only the onset of a tremendous structural and environmental change in a child’s life (Shiner, 1998).…”

Section: Discussioncontrasting

confidence: 97%

“…Furthermore, not only parents but also teachers can foster a child’s persistence. Research has shown that through teaching behaviours such as, proximity, verbal reinforcement, and the promotion of task procedures, preschoolers tend to persist longer in a task (Krantz & Scarth, 1979).…”

Section: Introductionmentioning

confidence: 99%

“…In the scheme of things, there is a large concentration on active adult behaviours shaping persistence development during infancy, toddlerhood, and preschool years (e.g., Banerjee & Tamis‐LeMonda, 2007; Krantz & Scarth, 1979; Lucca et al, 2019). Research on environmental factors other than active adult behaviour is relatively scarce.…”

Section: Introductionmentioning

confidence: 99%

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Task persistence in kindergarten children: Disentangling age from schooling effects

Oeri

Roebers

2020

British J of Dev Psycho

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The aim of the present study was to examine age effects and schooling effects on task persistence. Four‐ and 5‐year‐old (N = 120) kindergarten children were observed while working on a persistence task. Since children attend kindergarten for 2 years in Switzerland, age and schooling effects could be examined in a cut‐off research design. To examine age effects, task performance was compared between 4‐ and 5‐year‐olds, all enrolled in their first kindergarten year. To address schooling effects, performance between 5‐year‐olds enrolled in their first vs. 5‐year‐olds enrolled in their second kindergarten year was compared. Age differences were found for two different persistence measures. No effect was found for schooling. Overall, the present results suggest that 1 year of formal kindergarten schooling, as a structuring environmental factor, does not affect the ability to persist. Age and inhibitory skills, however, do.

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Section: Discussioncontrasting

confidence: 97%

Section: Introductionmentioning

confidence: 99%

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Task persistence in kindergarten children: Disentangling age from schooling effects

Oeri

Roebers

2020

British J of Dev Psycho

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“…Pirma, tyrimo rezultatai atskleidė, kad remiantis priešmokyklinio ugdymo mokytojų saviveiksmingumo lygiu galima prognozuoti vaikų atkaklumą atliekant užduotis: didesnis mokytojų saviveiksmingumas yra susijęs su didesniu vaikų atkaklumu atliekant užduotis. Manoma, kad vaikų atkaklumas atliekant užduotis yra susijęs su mokytojų gebėjimais sužadinti ir išlaikyti vaikų įsitraukimą užduoties atlikimo metu (Krantz & Scarth, 1979). Galima teigti, kad mokytojai, pasitikintys savo gebėjimais įtraukti vaikus į ugdomąsias veiklas, atsižvelgia į vaikų poreikius (Dilekli & Dikici, 2016;Kaygisiz, Anagun, & Karahan, 2018), todėl parenka vaikų amžių ir interesus atitinkančias užduotis.…”

Section: Rezultatų Aptarimasunclassified

“…Priešmokyklinėje klasėje vaikai yra pratinami atlikti užduotis ugdomųjų veiklų metu. Atliekant užduotis formuojasi vaiko atkaklumas, kuris yra sąlygojamas mokytojų saviveiksmingumo, tai yra gebėjimo palaikyti, paskatinti ir išlaikyti maksimalų vaiko įsitraukimą užduoties atlikimo metu (Krantz & Scarth, 1979). Deja, tyrimų, tiesiogiai siejančių mokytojų saviveiksmingumą su vaikų mokymosi gebėjimais priešmokyklinėje klasėje, rasti nepavyko.…”

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Teachers’ Self-Efficacy: How does it Predict Children's Task Persistence and Behavioral Self-Regulation?

Davolytė

Raižienė

Šilinskas

2020

PSY

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It has been suggested that the quality of pre-primary education influences children's learning abilities in a variety of ways. Teachers’ behaviors are among the major factors relating to the quality of the classrooms, and one aspect of them – teachers’ self-efficacy – has been put forward to predict successful development of childrens’ learning and abilities to learn. Given this, it is surprising that relatively few studies have taken pre-primary techers' self-efficasy into account, and no research on the topic has been conducted in Lithuania. Futhermore, a few studies have analyzed how teachers' self-efficacy relates to childrens' learning abilities, such as, tasks persistence and self-regulation. Consequently, the present study analyzed relations between teachers' self-efficacy, childrens' task persistence and self-regulation. This study is based on the theory of teachers’ self-efficacy by Tschannen-Moran and Woolfolk Hoy (2001). The aim of the current study is to determine whether the self-efficacy of Lithuanian pre-primary teachers' is related to the learning outcomes, in particular, childrens' tasks persistence and ability to regulate their behavior. Childrens' tasks persistence was measured using the Behavioral strategy rating scale (teachers' form) (Aunola et al., 2000; Zhang et al., 2011); the Head-Toes-Knees-Shoulders task (McCellandet al., 2007; Ponitz et al., 2008; Ponitz at al., 2009) was used to measure childrens' self-regulation. Participants were 18 pre-primary education teachers from six Lithuanian schools and their 229 pre-primary class students (116 [50.7%] girls and 113 [49.3%] boys). Teachers answered questionnaires concerning their self-efficacy towards the whole class and towards each child’s task persistence; school psychologists tested each child on their self-regulation. The statistical analyses of this study comprised of correlation analyses and hierarchical regression analyses. The results supported our expectations about the positive significant relations between teachers' self-efficacy, childrens' tasks persistence and self-regulation. That is, the greater teachers' self-efficacy was, better childrens' tasks persistence and self-regulation were. The results stayed significant even after controlling for, child gender, parental education, and teachers’ experience. MoreoverIn particular, gilrs and children of higher educated parents were more likely to have better task persistence and self-regulation. Moreover, surprisingly, it was found that teachers' work experience predicted childrens' self-regulation. Taken together, the results have verified that techers' self-efficacy plays a meaningful role in promoting childrens’ tasks persistence and self-regulation in Lithuanian preschool. Thus, from the practical point of view, in order to facilitate children’s learning in preschool and primary school, one should also pay attention to the ways of strengthening teachers’ self-efficacy.

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The Differential Role of Initiative and Persistence in Early Childhood

Maier¹

2008

PsycEXTRA Dataset

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Task Persistence and Adult Assistance in the Preschool

Cited by 4 publications

References 6 publications

Task persistence in kindergarten children: Disentangling age from schooling effects

Task persistence in kindergarten children: Disentangling age from schooling effects

Teachers’ Self-Efficacy: How does it Predict Children's Task Persistence and Behavioral Self-Regulation?

The Differential Role of Initiative and Persistence in Early Childhood

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